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OT 102 Lecture Study notes > AGES and STAGES > Flashcards

AGES and STAGES Flashcards

1
Q

It is the child’s ability to use the lips, cheeks, jaw, tongue, and palate

A

Oral Motor Control

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2
Q

It refers to feeding, sound play, and oral exploration

A

Oral Motor Development

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3
Q

Suckling (premature sucking)

A

3-4 mos

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4
Q

At what age does “true sucking” occurs for infant?

A

4-6 mos

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5
Q

It is when the tongue can move up and down and side by side

A

True sucking

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6
Q

What are the 5 Oral Motor Development?

A

Rooting reflex
Suck-swallow reflex
Gag reflex
Phasic bite-release reflex
Grasp reflex

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7
Q

When the infant’s cheeks or lips are stroked, he or she turns toward the stimulus. This reflex, which allows the infant to search for food, is maintained for a longer period in breast-fed infants.

A

Rooting reflex

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8
Q

When the infant’s lips are touched, the mouth opens, and sucking movements begin.

A

Suck-swallow reflex

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9
Q

It protects the infant from swallowing anything that may block the airway. At birth, it is highly sensitive and elicited by stimulation to the back three fourths of the tongue. This reflex gradually moves to the back one-fourth of the tongue as the infant matures and engages in oral play

A

Gag reflex

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10
Q

When the infant’s gums are stimulated, he or she responds with a rhythmic up-and-down movement of the jaw. This reflex forms the basis for munching and chewing.

A

Phasic bite-release reflex

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11
Q

When a finger is pressed into the infant’s palm, he or she grasps the finger. As the infant sucks, the grasp tightens, indicating a connection between sucking and the ________ reflex.

A

Grasp reflex

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12
Q

Most of these early reflexive patterns begin to change or disappear between ___ and ___ months of age, when the cortex develops

A

4 and 6 months

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13
Q

Head control
-Suck from bottle
-Soft food
-Begin finger food

A

6 months

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14
Q

Diagonal movements when eating
-Chewing without rotatory movements

A

7-8 months

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15
Q

Chewing with rotatory movement
Transitions to cup

A

10-12 months (Solomon and O’brien)
11 months (Brigance)

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16
Q

Uses spoon independently

A

15-18 months(Solomon and O’brien)
1.6yo (Brigance)

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17
Q

The foundation has been established for all adults eating pattern including;
-using of spoon independently
-hold a spoon and bring it to the mouth with the wrist supinated into the palm-up position
-drink from cup

A

24 mos

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18
Q

Drinks from straw

A

24-36 mos

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19
Q

Experiments with fork to stab food

A

30-36

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20
Q

Undressing Development of 1 1/2 yo.

A
  • Takes off loose clothing
  • Unties shoes or takes of hat as an act of
    undressing
    -Unzip zipper with large pull tabs
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21
Q

Dressing Development of 1/12 yo.

A

Partially puts shirt over-the-head shirt

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22
Q

Undressing Development of 2yo

A
  • Refined balance and reaction
  • Removes undressed coat
  • Purposely removes shoes (if laces
    untied)
    -Helps pull down pants
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23
Q

What happens in dressing of 2yo?

A

Find arm holes in over-the-head shirt

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24
Q
  • Removes pull down pants or shorts with elastic
  • Removes simple clothing
  • Unbutton large buttons
A

2 1/2 yo

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25
Q

Assists in putting on socks
Puts on front-button type of shirt

A

2 1/2 yo

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26
Q

-Independently pulls down pants or shorts
-Unzips coat zipper without separating zipper
-Needs some assistance in putting over the head shirt

A

3 years old

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27
Q

-Zips coat zipper without inserting zipper
-Puts on over-the-head shirt with some assistance
-Puts on shoes without fastening (may be-on wrong feet)
-Puts on socks with some difficulty positioning heel
-Buttons large front buttons

A

3 years old

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28
Q

-Unzips separating zipper
-Unbuckle belt or shoes

A

3 1/2 years old

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29
Q

-Usually finds front of clothing
-Puts on mittens
-Buttons series of 3 or 4 buttons
-Snaps or hooks clothing in front
-Dresses with supervision (front & back)

A

3 1/2 years old

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30
Q

-Removes pullover garment independently

A

4 years old

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31
Q

-Zips coat zipper, inserting zipper
-Puts on socks with appropriate heel placement
-Puts on shoes with assistance in tying laces
-Consistently knows front and back of clothing
-Buckles belt or shoe
-Puts on pull-down pants or shorts

A

4 years old

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32
Q

Puts belt in loops

A

4 1/2 years old

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33
Q

-Puts on pullover shirt correctly each time
-Ties and Unties knots
-Laces shoes
-Dresses unsupervised

A

5 years old

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34
Q

Closes back zipper

A

5 1/2 years old

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35
Q
  • Ties bow knot
  • Ties hood strings
  • Buttons back buttons
  • Snaps back snaps
  • Select clothing that is appropriate for weather conditions and specific activities
A

6 years old

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36
Q
  • Has regular bowel movements
A

1 year old

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37
Q
  • Allows teeth to be brushed
    Pays attention to acts of eliminating
    Indicates discomfort from soiled pants
    Begins to sit on potty when placed there and supervised (for a short time)
A

1 1/2 year old

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38
Q
  • Attempts to brush teeth in imitation of adults
    Washes own hands with assistance
    Shows interest in washing self in bathtub
    Urinates regularly
A

2 years old

39
Q
  • Dries hands
    Wipes nose if given tissue and prompted to do so
    Has daytime control of bowel and bladder; experiences occasional accidents
    Usually indicates need to go to toilet; rarely has bowel accidents
A

2 1/2 years old

40
Q
  • Washes own hands
    Uses toothbrush with assistance
    Gets drink from fountain or faucet with no assistance
    Uses toilet independently but needs help wiping after bowel movements
A

3 years old

41
Q
  • Pours well from small pitcher
    Spreads soft butter with knife
    Seldom has toileting accidents; may need help with difficult clothing
A

3 1/2 years old

42
Q
  • Washes and dries hands and face without assistance
    Brushes teeth with supervision
    Washes and dries self after bath with supervision
    Cares for self at toilet (may need help with wiping after bowel movement)
A

4 years old

43
Q
  • Runs brush or comb through hair
    Tears toilet tissue and flushes toilet after use
A

4 1/2 years old

44
Q
  • Scrubs fingernails with brush with coaching
    Brushes and combs hair with supervision
    Cuts soft foods with knife
    Blows nose independently when prompted
    Wipes self after bowel movement
A

5 years old

45
Q

Performs toileting activities, including flushing toilet independently

A

5 1/2 years old

46
Q

Brushes and rinses teeth independently

A

6 years old

47
Q

At what age, where children begin to show interest in bathing by assisting in washing while in the bathtub

A

2 years old

48
Q

At what age of a child, where he/she is able to wash and dry themselves with supervision

A

4 years old

49
Q

Can independently prepare the bath or shower, wash, and dry themselves

A

8 years old

50
Q

How many hours can Newborn(before 4 months) baby sleep?

A

16-17 hours of sleep

51
Q

Infant begins to adapt to parents sleep wake cycle

A

3-4 months

52
Q

How many hours could a 3-4 months infant sleep?

A

7-8 hours of sleep

53
Q

-9-18 hrs per day
-Nap 20 mins or hours morning or after lunch

A

4-7 months

54
Q

What is the average sleep of a 4-7 months year old?

A

13 hours

55
Q

How many hours can preschoolers and 5 years old sleep?

A

10-12 hours

56
Q

What do develops when a child moves into a big boy/girl bed?

A

Develop a sense of ownership and feelings of privacy

57
Q

-School-aged
-Better at initiating bed time/less resistance
-10-12 hours of sleep at night
-Play nap

A

5 years old

58
Q

8 ½ to 9 ½ hrs of sleep

A

Adolescents

59
Q

○ Independence in toileting with a minimum of assistance for handling fasteners
○ Independence in self-feeding, and cooperative play behavior
○ Expected to understand rules and schedules
○ Need to exhibit the beginning of behavioral and emotional maturity (i.e., controlling tempers and mood swings)
(IIEN)

A

Preschool Readiness Skills

60
Q

○ Same with preschooler with additional preacademic and academic skills
○ Sit quietly while listening to a story
○ Have adequate fine motor skills for coloring and for manipulating small objects
○ Good at gross motor skills such as running, hopping, and jumping
○ Expected to recognize letters and numbers
(SSHGE)

A

Kindergarten Readiness Skills

61
Q

○ Greater independence and skill in occupations than younger children
○ Independence in eating, children in elementary school are expected to carry their lunch trays and assist in cleaning the table at the end of a meal
○ Complete independence in the bathroom and cafeteria is necessary
○ Longer sitting time (in seat behavior)
○ Attend to tasks longer
○ Reading, writing, math skills (increasing)
○ Adequate perceptual and motor skills
(GICLARA)

A

Elementary School Readiness Skills

62
Q

○ Educational readiness skills for middle childhood and adolescence build on the competencies
gained during the preceding periods
○ Appropriate social skills and manners are expected
○ Increased skill in creative thinking, problem-solving, and the development of ideas is required
○ Learn expressive writing during this period and must be ready to perform cognitively and motorically.
○ Question authority figures but must learn to work with them effectively in educational setting
(EAILQ)

A

Middle Childhood and Adolescent Readiness Skills

63
Q

Piaget’s Cognitive Development and descriptions.

A

Sensorimotor- Knows about environment through movement and sensations

Preoperational - Begins to think symbolically and uses words or pictures to represent objects
Tends to be egocentric

Concrete Operational - Begins to think logically about concrete events

Formal Operations - Begins to think abstractly. Reasons about hypothetical problems

64
Q

Parten’s Stage of Play and ages

A

○ Unoccupied play - 0-3 mos
○ Solitary play - 3 mos-2. 5years old
○ Onlooker play - 2.5 - 3years old
○ Parallel play - 3.5-4 years old
○ Associative play - 4-4.5 years old
○ Cooperative play - 4+ years old

65
Q

Babies still explore the world using senses but not really interacting with objects. Plays along without apparent object

A

Unoccupied play

66
Q

Still alone but may explore objects already in the environment

A

Solitary play

67
Q

Children become interested in other kids. May watch other children playing nearby. May try to enter but only briefly

A

Onlooker play

68
Q

2 children play side-by-side with same materials. May engage for short period only

A

Parallel play

69
Q

Children interact more during playtime more complex than parallel play

A

Associative play

70
Q

Play becomes most complex & interactive. Children collaborate and communicate actively

A

Cooperative play

71
Q

Play directed toward self
Imitation of pat-a-cake and other movement
Simple pretend play directed toward self (eating, sleeping, etc.)
Imitation of familiar actions

A

12 months

72
Q

Role-playing with objects (e.g. feeding a doll)
Use of nonrealistic objects in pretend

A

18-24 months

73
Q

Engagement in multistep scenarios (e.g. giving doll a bath, dressing the doll, putting the doll to bed)

A

24-36 months

74
Q

Use of language in play
Advance plans and development of stories
Acting out sequences with miniatures

A

36-48 months

75
Q

Imaginary play
Role-playing entire scenario
Creation of stories with “pretend” characters

A

48 months

76
Q

Who are the Occupational Theorists and Their Contibutions to play?

A

Reilly - Described play as a progression through 3 stages

Takata - Developed play history

Knox - Created the Revised Knox Preschool Play Scale

Bundy - Designed the Test of Playfulness

77
Q

What are the 3 stages that Reilly described play as a progression?

A

Explorator behavior, Competency, and Achievement

78
Q

It is intrinsically motivated and are engaged on for their own sake and focus on sensory experiences

A

Exploratory behavior

79
Q

It occurs when children search for challenges, novelty, and experimentation and often want to do everything alone and “their way.” This stage is observed in early and middle childhood

A

Competency

80
Q

It emphasizes performance standards (such as winning) and competition. Children at this stage of development take more risks in their play

A

Achievement

81
Q

Who created the Reilly?

A

Mary Reilly, a noted occupational therapist and researcher

82
Q

Who developed the play history?

A

Nancy Takata, an Occupational therapist

83
Q

What are the objectives of play history?

A

o Helps OT practitioners obtain information about a child’s play
o Interview and observation assessment
o Can use to design intervention plans

84
Q

What are the 5 epochs and the ages for each?

A

○ Exploratory - 0-2
○ Symbolic/Simple Contraceptive - 2-4
○ Dynamic & Complex Constructive - 4-7
○ Games with Rules - 7-11
○ Recreational - >11

85
Q

What are the 4 domains of Revised Knox Preschool Play Scale?

A

Space management, Material management, Imitation, and Participation

86
Q

What is the purpose of Test of Playfulness?

A

o to objectively measure playfulness
o examines the context in which children performs play activities

87
Q

child’s attitude about and approach to activities
- establish bonds with infants
- take cues; provide comfort

A

PLAYFULNESS

88
Q

What stage of development wherein:
- Parents and caregivers establish bonds with infants by playing comfortably with them.
- Adults must respond to the infants’ cues
- They should be comforted and the type of play changed

A

Infancy

89
Q

What are the cues of infants when they are stressed/uncomfortable?

A

Crying
Hiccups
Gaze aversion
Yawning
Fingers playing
Tantrums

90
Q

At what stage of development, where:
- Continued exploration and the development of friendships accentuate childhood play
- Develop and refinement of motor skills
- Adult should be cautious about intervening too quickly during play
-Manipulative play, imitation, games, social play with other people
- role-playing scenarios

A

Early childhood

91
Q

At what stage of development, where:
- Time of refinement of skills, such as speed, dexterity, strength, and endurance
- Become more competent in play activities
- Games with rules and competition

A

Middle Childhood

92
Q

At what stage of development, where:
- In search of independence
- Enjoy activities in which they can participate with peers
- May wish to participate in school or community clubs
- Parents need to have a very supporting role

A

Adolescence

93
Q

What are the Developmental Relevance if Play and Leisure?

A
  • It provides children with opportunities to develop motor, social–emotional, cognitive, and language skills.
  • May identify their own strengths and weaknesses; therefore, play contributes to the quality of life.
  • People engage in play and leisure activities because they enjoy them and are intrinsically motivated to participate in them

OT 102 Lecture Study notes (3 decks)

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